Federal Reports
See additional sources of reading research.
Reading First Impact Study: Interim Report
Gamse, B.C., Bloom, H.S., Kemple, J.J., Jacob, R.T., (2008). Reading First Impact Study: Interim Report (NCEE 2008-4016). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
This report sheds some light on the impact of the federal Reading First program. The evaluation, completed by the National Center for Education Evaluation (NCEE), suggests that as a result of Reading First, more class time is spent on the five components of reading, but, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3.
What Content-Area Teachers Should Know About Adolescent Literacy
The National Institute for Literacy. (2007). What Content-Area Teachers Should Know About Adolescent Literacy. Washington, DC: The National Institute for Literacy, The National Institute for Child Health and Human Development (NICHD), The U.S. Department of Education's Office for Vocational and Adult Education.
The goal of this report is so help address middle and high school educators' need for basic information on how to build adolescents' reading and writing skills. The report is divided into two main sections: the first describes the components of reading proficiency, in order to help teachers better understand why poor readers struggle; the second section introduces four additional areas critical to the attainment of reading proficiency (assessment, writing, motivation, and the needs of diverse learners).
